Collaborative teaching of an integrated methods course

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George Zhou Jinyoung Kim Judith Kerekes


With an increasing diversity in American schools, teachers need to be able to collaborate in
teaching. University courses are widely considered as a stage to demonstrate or model the
ways of collaboration. To respond to this call, three authors team taught an integrated
methods course at an urban public university in the city of New York. Following a qualitative
research design, this study explored both instructors‟ and pre-service teachers‟ experiences
with this course. Study findings indicate that collaborative teaching of an integrated methods
course is feasible and beneficial to both instructors and pre-service teachers. For instructors,
this collaborative teaching was a reciprocal learning process where they were engaged in
thinking about teaching in a broader and innovative way. For pre-service teachers, this
collaborative course not only helped them understand how three different subjects could be
related to each other, but also provided opportunities for them to actually see how
collaboration could take place in teaching. Their understanding of collaborative teaching was
enhanced after the course.


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How to Cite
ZHOU, George; KIM, Jinyoung; KEREKES, Judith. Collaborative teaching of an integrated methods course. International Electronic Journal of Elementary Education, [S.l.], v. 3, n. 2, p. 123-138, aug. 2017. ISSN 1307-9298. Available at: <>. Date accessed: 20 mar. 2019.


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